By John Norman
During this installment of the Gorean Saga, appealing and headstrong Elinor Brinton of Earth reveals herself thrust into the savage international of Counter-Earth, often referred to as Gor. Brinton needs to relinquish her earthly place as a stunning, filthy rich, and robust lady whilst she unearths herself part of the tough Gorean society. She is powerless as a feminine excitement slave within the camp of Targo the slave-merchant. pressured to profit the humanities of delivering excitement to any guy who buys her, Elinor is decided to flee. however, she is offered for a excessive fee, and her grasp is set to get his money’s worthy . . .
Rediscover this brilliantly imagined global the place males are masters and girls stay to serve their each desire.
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Additional resources for Captive of Gor (Gorean Saga, Book 7)
Thus, our conclusion is that critics who maintain that the shift from lifelong education to lifelong learning debases education, are closing off in advance possibilities for developing viable understandings of the learning society. Since learning is clearly a wider notion than education, it was only to be expected that, unlike the case of lifelong education, understandings of lifelong learning would tend towards a maximalist view. That is, that the favoured notion of lifelong learning would embrace learning in any type of setting ranging from formal educational systems of all kinds, through diverse sorts of non-formal educational provision, to the 24 CHAPTER ONE limitless situations and contexts in which informal learning can occur.
Chapter three), we critique various instances of this formal education response to lifelong education and lifelong learning. This is part of our overall claim that policy responses to lifelong learning have been too heavily weighted towards formal education arrangements. Shifting the balance towards informal learning, in the ways that we recommend later in the book, will serve to alleviate this criticism of lifelong learning. 5 Lifelong Learning as Encouraging Abdication of Responsibility by Governments Bagnall (1990) presented the following conceptual argument against the notion of lifelong education: If all learning is to count as education, then governments will be tempted to close down, or at least severely reduce, formal and non-formal education provision.
That is, that the favoured notion of lifelong learning would embrace learning in any type of setting ranging from formal educational systems of all kinds, through diverse sorts of non-formal educational provision, to the 24 CHAPTER ONE limitless situations and contexts in which informal learning can occur. Certainly, a maximalist view of this sort is implied in much of the policy literature on lifelong learning. However, as Duke cautioned, the hegemony exerted by the formal education system in deciding what learning is to be valued and how it is to be assessed and accredited, ensured that ‘learning’ was read by most as ‘formal learning’.